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1.
The effects of two instructional strategies, visual display and contextual presentation, were investigated in the acquisition of electronic troubleshooting skills using computer-based instruction. Three types of visual displays (animation, static graphics with motion cues, and static graphics without motion cues) were used to represent structures and functions of electronic circuits and trouble-shooting procedures. The first hypothesis was that animation would be more effective than static graphics, but that static graphics with adequate motional cues representing the dynamic aspects of the task would accomplish results similar to animation. Results supported this hypothesis. The second hypothesis was that context-dependent instruction would be more efficient than context-independent instruction for solving problems in similar contexts, but that context independent instruction would be more effective in solving problems encountered in different contexts. The results supported this hypothesis. A general conclusion of this study is that the use of visual displays and contextual presentation should be based on the learning requirements of the task and the expected roles of the strategy in the learning.When this study was conducted, he was with the U.S. Army Research Institute. The opinions expressed herein are the author's and do not express or imply the views of the U.S. Department of Education or the U.S. Army Research Institute.  相似文献   

2.
Mental models are hypothetical constructs for explaining human cognitive processes of understanding external reality, translating the reality into internal representation and utilizing it in problem solving. Three experiments were conducted to investigate important characteristics of mental models, their influence on task performance, and instructional strategies facilitating their formation. The experiments were conducted in computer-based training environments designed to teach troubleshooting electronic logic circuits. The results suggested: (a) dynamic characteristics of mental models are important for solving problems if understanding functional behaviors of the system is required to perform the task; (b) dynamic characteristics of mental models are determined primarily by subjects' understanding of the system features and functions more than by the visually presented training contents of the system; and (c) motion simulating system functions in visual displays is more effective than static visual displays in facilitating the formation of dynamic characteristics of mental models. Consequently, dynamic visual displays are more effective than static visual displays for teaching electronic troubleshooting skills. These findings provide direct implications for the development of training programs.  相似文献   

3.
Instructional conditions for using dynamic visual displays: a review   总被引:2,自引:0,他引:2  
A review of research related to the learning effect of dynamic versus static visual displays in media-based instruction is presented. The analysis reveals that the dynamic visual display (DVD) is generally more effective than the static visual display (SVD). However, the research findings do not consistently support the superior effect of DVDs. These conflicting findings seem to be related to the different theoretical rationales and methodological approaches used in various studies and suggest that the use of DVDs should be determined selectively. From the literature review and theoretical discussions about instructional functions of DVDs, we propose six instructional conditions under which DVDs can be effectively used. The conditions are for: (a) demonstrating sequential actions in a procedural task; (b) simulating causal models of complex system behaviors; (c) explicitly representing invisible system functions and behaviors; (d) illustrating a task which is difficult to describe verbally; (e) providing a visual analogy for an abstract and symbolic concept, and (f) obtaining attention focused on specific tasks or presentation displays. Finally, several important considerations for the design and presentation of DVDs are discussed.  相似文献   

4.
This study evaluated the effect of using the mastery learning technique of self‐directed feedback, reinforcement, and remediation of knowledge on the performance of a work‐related task. The mastery learning intervention was conducted via a workbook which provided feedback to participants on their knowledge attainment after instruction, yet before the evaluation of the transfer task. The study utilized a randomized subjects, post‐test‐only control group design with 130 participants. The hypothesis that mastery learning would have a positive effect on transfer of knowledge from the classroom to a work‐related task was supported. Implications for instructional design and suggestions for future research are discussed.  相似文献   

5.
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

6.
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented.  相似文献   

7.
A Social-Cognitive Framework for Pedagogical Agents as Learning Companions   总被引:1,自引:0,他引:1  
Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)—animated digital characters functioning to simulate human-peer-like interaction—might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura’s social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary.  相似文献   

8.
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT) environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios, participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills.  相似文献   

9.
Extracting information from an animation during complex visual learning   总被引:1,自引:0,他引:1  
The construction of a high quality mental model from a complex visual display relies the capacity of learners to extract appropriate information from that display. Beginning students of meteorology complied written records of generalisations extracted from animated weather map sequences in order to prepare themselves for a subsequent prediction task. Analysis of these records revealed that much of the information extracted was perceptually salient rather than thematically relevant. This perceptual dominance effect was found for both visuospatial and temporal aspects of the display. The statements produced were deficient with regard to the causal explanations that would be necessary to build a satisfactory mental model of the depicted situation. These deficiencies involved both the proportion of causal material recorded and the attribution of causality on an everyday rather than a domain-appropriate basis. The limitations of the information extracted were interpreted as evidence of subjects’ use of selective attention to control cognitive load in a complex, demanding processing situation and the effects of their lack of domain-specific background knowledge. Contrary to prevailing orthodoxies, the results raise the possibility that in some circumstances, animations may not be instructionally superior to static depictions because the processing demands involved can have negative effects on learning.  相似文献   

10.
Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided.  相似文献   

11.
《教育心理学家》2013,48(3):365-384
Computer-coached practice environments can serve two purposes: to instruct and to assess. Sherlock I is a computer-coached practice environment for teaching avionics troubleshooting skills. Instruction is based on the dynamic assessment of the learner in the context of a troubleshooting problem. A cognitive task analysis of troubleshooting proficiency was used to develop Sherlock's instructional and assessment goals. As a learner works through a problem, Sherlock assesses the quality of his or her decisions and uses that information to provide the level of hint explicitness necessary at particular decision points in the problem. Specific competency building is situated within the troubleshooting context and is sharpened to the extent that satisfies each individual's needs. When a learning impasse is reached, Sherlock generates the appropriate level of feedback to the trainee based on his or her prior performance. Sherlock's hinting structure challenges trainees with learning opportunities that would be just beyond their reach without coaching. This form of dynamic assessment is based on patterns of student performance that reflect the processes of learning rather than simply the products of learning. Sherlock provides an example of how intelligent tutoring systems can change the nature of assessment by addressing dimensions of proficiency.  相似文献   

12.
The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W). Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency for retention and transfer. However, contrary to our predictions, having students organize the multimedia materials was detrimental to transfer. Two follow-up experiments tested the hypotheses that the negative effects of interactivity were due to students' lack of time control (Experiment 2) and the form of feedback (Experiment 3). The findings showed that interactivity was effective when students were asked to evaluate their answers before receiving corrective feedback from the system. This research was supported by the CAREER 0238385 grant from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Casey Frechette and Paul Gibson created the multimedia materials used in these studies.  相似文献   

13.
This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students’ learning from static and animated visualization when taking the time-on-task into consideration. Participants were randomly assigned to six treatment groups, and then took four criterion measures. The time-on-task was measured and used as a covariate in the analysis. The results suggest that animation is more effective than static visuals for improving learning across all levels of learning. Questions plus feedback embedded into the visualized material are most effective in enhancing higher-level but not lower-level learning objectives. Furthermore, time-on-task may be interpreted differently. On the one hand, students should be allowed as much time as needed to learn material when it is enriched, such as in the animated lesson. On the other hand, requiring students in a static-only treatment to review the visuals may produce the same learning effect as the use of animated visuals.  相似文献   

14.
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance presentations a useful instructional technique. I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can do that even more effectively.  相似文献   

15.
16.
Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is, and always has been, significantly more agreement on this subject than the debate would indicate. Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so. Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned to facilitate learning. The debate is, and always has been, about the ability of more than one medium to support a selected instructional method, whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research. We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers, by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies are inherently flawed and support the argument that we must identify research designs that will provide answers to this question in significantly less time.  相似文献   

17.
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 × 3 factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study–practice, practice–study, study–study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.  相似文献   

18.
Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656  相似文献   

19.
The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence. A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation (Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects factor consisted of two levels of Learning Intent (Intentional, Incidental). Results showed that students given animated presentations of lesson content outperformed students receiving static presentations, but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally presented in animated sequences. These latter results replicate earlier findings.  相似文献   

20.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.  相似文献   

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